Coby V. Meyers

Associate Professor of Education ; PLE Chief of Research

  • Ph.D., Vanderbilt University, 2009
  • M.A., University of Kentucky, 2001
  • B.A., University of Kentucky, 2000

Coby Meyers is the Chief of Research of the Darden/Curry Partnership for Leaders in Education (PLE) and Associate Professor of Education in the Curry School of Education at the University of Virginia. Dr. Meyers' research focuses on understanding the role of school system leadership, especially in the context of school turnaround. Meyers has also played integral roles in various school turnaround initiatives, an area in which he has presented and published, including co-authoring the book Turning Around Failing Schools: Leadership Lessons from the Organizational Sciences and multiple journal articles. He was recognized in 2012 with the Emerging Scholar Award by the American Educational Research Association's special-interest group School Turnaround and Reform. Prior to joining the PLE in 2015, Dr. Meyers was a senior researcher at American Institutes for Research (AIR), where he managed AIR's work in the Regional Educational Laboratory (REL) Northeast and Islands. He also led beating-the-odds work for REL Midwest and REL Northeast and Islands that focused on identifying schools achieving at higher levels than expected and analyzing organizational factors that might be related to those achievement levels. He was also co-PI of the $2.5 million randomized controlled trial evaluation of the i3 eMINTS Validation Study and is a certified What Works Clearinghouse reviewer. After working as a middle and high school English language arts teacher, Meyers earned his doctoral degree in education leadership, policy, and organizations from Vanderbilt University.

Selected Publications

Meyers, C.V., & Brandt, W.C. (Eds). (2014). Implementation fidelity in education research: Designer and evaluator considerations. New York: Taylor and Francis.

Meyers, C.V. (2013). School turnaround as national policy in the United States: Considerations
from three studies conducted in the Midwest. Journal of International and Comparative
, 2(2), 98-111.

Meyers, C. V. (2012). The role of terminology in the centralization of education. Centralization of American Education Policies [Special Issue]. Peabody Journal of Education, 87(4), 468-484. DOI:10.1080/0161956X.2012.705149.

Meyers, C. V., Lindsay, J., Condon, C., & Wan, Y. (2012). A statistical approach to identifying schools demonstrating substantial improvements in student learning. What does it mean to be a school in need of turnaround? [Special Issue]. Journal of Education for Students Placed at Risk, 17(1), 1–22. DOI: 10.1080/10824669.2012.636703.

Meyers, C. V., & Murphy, J. (2008). Turning around failing schools: An analysis. Journal of School Leadership, 17(5), 631–657.

Murphy, J., & Meyers, C. V. (2009). Rebuilding organizational capacity in turnaround schools: Insights from the corporate, government, and non-profit sectors. Educational Management, Administration & Leadership, 37(1), 9–27.

Murphy, J., & Meyers, C. V. (2008). Turning around failing schools: Leadership lessons from the organizational sciences. Thousand Oaks, CA: Corwin Press.